MALTA. spotlight on VET. Education and training in figures. spotlight on VET 2012/13

Education and training in figures Learners in upper secondary education enrolled in vocational and general % of all students in upper secondary education, 11 VOCATIONAL GERAL 1 8 4. 49..4 61.1 Further information 6 Cedefop ReferNet Malta (12). VET in Europe: country report Malta. http://libserver.cedefop.europa.eu/vetelib/12/12_cr_.pdf 87.3 4 76.1 6.. 44.6 38.9 31.7 12.7 AT EU-28 Source: Eurostat, UOE data collection on education systems, date of extraction 28.6.13. 12 NATIONAL TARGET 3 Eurydice (13). Malta: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/malta:overview Ministry of Finance, the Economy and Investment (12). Malta s national reform programme under the Europe strategy. Malta: Government of Malta. http://ec.europa.eu/europe/pdf/nd/nrp12_malta_en.pdf Ministry of Education and Employment, Malta Qualifications Council (12). Referencing of the Malta qualifications framework (MQF) to the European qualifications framework (EQF) and the qualifications framework of the European higher education area (QF/EHEA). http://www.ncfhe.org.mt/uploads/filebrowser/malta_referencing_report_12_.pdf 2 1 1. 1. 1. EUROPE =1 1. 9. 9.7 1. 24.9 22.6 17.6 12.8 11.6 4.2 ES HR NB: Data for are provisional. Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 8.7.13. www.refernet.lu ReferNet Luxembourg http://etc.gov.mt Employment and Training Corporation www.its.edu.mt Institute of Tourism Studies www.mcast.edu.mt Malta College of Arts, Science and Technology (MCAST) www.education.gov.mt Ministry of Education and Employment, Malta www.nso.gov.mt National Statistics Office, Malta 3 3 2 31.6 864 TI-1-13-62--N doi: 1.281/6 1 Lifelong learning % of population aged 2-64 participating in over the four weeks prior to the survey, 12 23.9 Early leavers from % of early leavers from, 12 E&T =1 1 1 9. 7.4 7. 6.6.7 DK 2.9 1.4 RO Source: Eurostat, labour force survey, date of extraction 3.7.13. ISCED 3-4 VOCATIONAL ISCED 3-4 GERAL ISCED -2 1 8 76.9 6 74.8 72.8 61.7 9.7 61. 3.6 4 NL 7.8 67.3 66.9 74.6 76. 76.6 74.1 78.7 73. 79.1 83.9 88.1 93.3 89.7 8.9 Europe 123, 7 1 Thessaloniki (Pylea), GREECE PO Box 22427, 1 2 Thessaloniki, GREECE Tel. +3 23149111, Fax +3 23149, E-mail: info@cedefop.europa.eu Copyright (Cedefop), 14 All rights reserved. 9.6 Employment rates by highest level of educational attainment -34 year-olds no longer in education by highest level of educational attainment, 9 visit our portal www.cedefop.europa.eu 978-92-896-139-8 EE Source: Cedefop calculations based on Eurostat, 9 ad hoc module of the EU labour force survey, date of extraction 19.9.12. 12/13

VET in Malta Over the past years, Malta has been investing in vocational (VET) and has encouraged students to continue their education beyond school-leaving age. The national reform programme reflects the commitment to extend VET provision through consolidation of the main State VET provider, the Malta College for Arts, Science and Technology (MCAST). This led to a considerable investment in infrastructure and introduction of new and updated, which helps open up access to VET for students without a compulsory education qualification and eases progression from VET to tertiary education. Similar initiatives were taken at the vocational training Institute of Tourism Studies (S). The State VET institutions, MCAST and S, are regulated by the Education Act. The Employment and Training Corporation (ETC), Malta s public employment service, is regulated by the Employment and Training Services Act. Since 8, Malta has moved towards industry-led qualifications mostly referenced to the NQF (Malta qualifications framework, MQF): VET providers work closely with employers in designing courses meeting labour market needs in a rapidly changing economic landscape. At lower secondary level (locally called secondary education), VET subjects in hospitality,, care and engineering were piloted in 11 to students aged 14 onwards to raise awareness and interest in VET and to increase mobility between VET and general education. The following VET options are available: school-based IVET in college after compulsory education. EQF level 3 and 4 (mainly provided by MCAST and S for 16 to 18+) have a duration of one or two years. For students who finish compulsory education without a certification, there are introductory courses to specific vocational sectors ( leading to an introductory and/or foundation certificate) at EQF levels 1 and 2. Successful completion leads to access to further study in the same field. At post-secondary (non-tertiary) level, two-year college-based lead to a qualification at EQF level (higher national VET diploma) and at tertiary level, two-year lead to a VET bachelor degree (EQF level 6). Students who successfully complete a higher national diploma programme (equivalent to the first two years of a university first degree programme) and who meet all entry requirements can opt for a further year of study to qualify for a university degree. S students can further their studies after an EQF level qualification by enrolling in a bachelor degree in tourism at the University of Malta. Vocational-oriented degree are also provided by the university s department of nursing; apprenticeship schemes (work-based learning at an employer s establishment combined with school-based instruction at a college) with a duration of 18 to 36 months are run by the ETC in collaboration with MCAST and S. Two types of schemes exist: the extended skills training scheme (ESTS) awarding a journeyman s certificate at craftsman level (EQF level 3) and the technician apprenticeship scheme (TAS) awarding a journeyman s certificate at technician level (EQF level 4); continuing VET is offered by MCAST and S in evening courses. The ETC also provides adult learning but mainly targeted at the unemployed. The Directorate for Lifelong Learning in the Ministry of Education and Employment organises courses at EQF levels 1 and 2 to develop key competences among adults (lifelong learning in the community), hosted by local councils and financed by the Department for Local Government; maturity clauses allow adult learners aged 23 or older to enter at the University of Malta and MCAST. They do not have to comply with entry requirements but are interviewed (and in some cases take a written test) to assess prior qualifications and experience. While progression opportunities in VET are widely available, there are limited possibilities for mobility between VET and general education. Proposed amendments to the Education Act in 14 will improve permeability between VET and higher education.

VET in Malta s system TERTIARY LEV ADULT LEARNING/CONTINUING PROFESSIONAL DEVOPMT EQF 8 Post-doctoral EQF 8 PhD, 3 years ISCED 6 EQF 1- Adult learning/ continuous training courses offered by Directorate LLL Specialised for unemployed and other vulnerable groups EQF 7 EQF 7 Integrated bachelor and master, -6 years ISCED A Master, 1-2 years EQF 6 Bachelor, 3-4 years ISCED A EQF 6 VET bachelor degree, WBL 1-%, 2 years ISCED 3C POST-SECONDARY LEV EQF VET higher diploma, WBL 2-4%, 2 years ISCED 3C 19+ 12+ 18 17 11 1 EQF 4 General, 2 years ISCED 3A EQF 4 College-based, WBL 2-4%, 2 years ISCED 3C EQF 4 Apprenticeship schemes, 1.-3 years ISCED 3 EQF 3 EQF 3 16(*) 9 EQF 3 EQF 3 College-based, WBL %, 2 years ISCED 2B 1 8 14 7 Lower secondary which include VET specialisation subjects ISCED 2A EQF 2 EQF 1 EQF 2 College-based foundation courses, 1-2 years ISCED 2 EQF 1 AGE YEARS in E&T SECONDARY LEV General education VET Programmes combining VET and general education Also available to adults (full- or part-time or distance education) Officially recognised vocational qualifications Qualifications allowing access to the next educational level (*) Giving access to tertiary education Possible progression route End of compulsory education (with primary education certificate; if unsuccessful, learners must continue to age 18) Prior VET knowledge may be recognised, affecting the duration of the programme Entry through validation of adults' prior learning (formal/informal/non-formal) Possible direct admission to some specially designed NB: ISCED 1997 was used on the chart. Conversion to ISCED 11 is ongoing. Source: Cedefop and ReferNet Malta.

Distinctive features of VET Challenges Stakeholders strongly support VET: the Chamber for Commerce, Enterprise and Industry, the Malta Employers Association as well as unions are involved. Many employers promote apprenticeships and dialogue between VET provision and industry is a key feature in qualification design. Several firms are establishing themselves as learning institutions. Regulating VET providers: VET is regulated by the Education Act. A 12 legal notice defined the Malta qualifications framework for lifelong learning, which has a regulatory function. In parallel, 12 legislation maps out tasks of the National Commission for Further and Higher Education (NCFHE), assigning it responsibility for regulating training institutions and. All Maltese and foreign further or higher education providers need a licence, which can be renewed or changed. Legislation also designated the NCFHE as the single quality assurance and accreditation agency. The NCFHE coordinates work on EQAVET and aims to support VET providers in implementing quality assurance systems. Investing in lifelong learning: MCAST and S play a key role in creating a highly skilled and dynamic workforce. Blended learning has been introduced to make lifelong learning more widely available and flexible for adults who need to combine it with professional and family commitments. The Directorate for Lifelong Learning plays an important role in awarding scholarships for VET at higher level and for the visual and performing arts. Validation of informal and non-formal learning: legislation (12) on validation of informal and non-formal learning in line with the NQF establishes NCFHE s right to set up sector skills committees. Members are appointed with approval of the minister. Several occupational standards within different sectors have already been developed. Reducing early school-leavers: to measure better actual rates of early school-leaving (ESL), the Ministry of Education and Employment, the National Statistics Office and Eurostat have agreed on a new methodology. Following this revision, Malta has set an ambitious target to reduce ESL drastically to 1% by. The ESL strategy (launched in 13 and to be revised) aims to understand ESL better and develop policies to motivate young people to continue learning. Steps have been taken to improve monitoring, but a comprehensive system is still underway. A new office in the Ministry of Education and Employment coordinates implementation of ESL policies. Implementing apprenticeship reform: discussions between the government and social partners on a single apprenticeship scheme aim to make VET more labour-market relevant and create more opportunities for dual learning. The reform will include financial incentives for apprentices and employers. Encouraging employers to take on more apprentices, catering for needs of small and medium enterprises (SMEs) and embedding work-based learning in SMEs through government incentives are the main challenges. Low basic skills achievement: the national curriculum framework (launched end-12) envisages a shift towards learning outcomes and emphasises broad learning areas. To implement it, a national literacy strategy for all focusing on Maltese and English language skills is expected to be adopted in 14. The youth employment strategy (13) also aims at reducing literacy problems. With effective implementation and sufficient funding, these initiatives can tackle basic skill deficiencies, which are a major stumbling block for young job-seekers. National implementation of ECVET: there is a commitment to develop a credit system compatible with ECVET and several laws refer to it. The 11 referencing document already indicates ECVET credit points on each of the NQF levels and the NCFHE has developed a manual to support VET providers. Ensuring national implementation of ECVET to promote alternative pathways between general and vocational education is a challenge.